International Journal of Pedagogics
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VOLUME
Vol.05 Issue08 2025
PAGE NO.
1-7
A Methodological Framework for Enhancing Reflective
Competencies in the Professional Development of Future
Educators
Dr. Michelle L. Carter
School of Education, University of British Columbia (UBC), Canada
Received:
03 June 2025;
Accepted:
02 July 2025;
Published:
01 August 2025
Abstract:
The contemporary educational landscape demands educators who are not only proficient in their
subject matter but also highly adaptable, self-aware, and capable of continuous professional growth. Reflective
ability stands as a cornerstone of these qualities, enabling teachers to critically analyze their practice, learn from
experience, and navigate the complexities of the classroom environment. This article proposes a comprehensive
methodological framework for fostering reflective competencies among future teachers, integrating theoretical
insights from pedagogy and psychology with practical pedagogical approaches. The framework emphasizes a
multi-faceted development process, encompassing theoretical understanding of reflection, practical application
through diverse activities, and systematic self-assessment and peer feedback. By delineating the principles,
components, and necessary pedagogical conditions for its implementation, this methodology aims to equip
aspiring educators with the essential meta-competence of reflection, thereby enhancing their professional
pedagogical development and preparing them for the dynamic challenges of modern education, aligning with
national educational reform initiatives.
Keywords:
Reflective practice, professional development, future educators, teacher training, reflective
competencies, pedagogy, teacher education, methodological framework, critical reflection, educator preparation.
Introduction:
The role of the teacher in the 21st
century extends far beyond the mere transmission of
knowledge. Modern educational paradigms, driven by
rapid societal and technological changes, necessitate
educators who are lifelong learners, critical thinkers,
and adaptive practitioners capable of responding
effectively to diverse student needs and evolving
curricula [1]. This imperative for continuous
professional development underscores the critical
importance of reflective ability as a core competence
for future teachers. Reflection, in this context, is not
simply thinking about one's actions, but a deeper,
systematic
process
of
analyzing
experiences,
identifying
underlying
assumptions,
evaluating
outcomes, and informing future practice.
Globally, educational reforms are increasingly
emphasizing the cultivation of highly skilled and
adaptable teaching professionals. In Uzbekistan, for
instance, strategic action plans for development
highlight the need for continuous improvement in all
sectors, including education, implicitly calling for
educators capable of self-directed growth and
innovation [1]. Such ambitious goals cannot be met by
traditional teacher training models alone, which often
prioritize content delivery over the development of
meta-cognitive and self-regulatory skills.
Despite the acknowledged importance of reflection in
pedagogical literature, there remains a gap in
comprehensive, actionable methodologies specifically
designed to systematically cultivate these abilities in
aspiring teachers during their formative years. Many
programs may touch upon reflective practice, but often
lack a structured, integrated approach that ensures
deep engagement and sustained development.
Without robust reflective capacities, future teachers
risk falling into routine, struggling to adapt to
unexpected challenges, and potentially experiencing
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professional stagnation or even "professional
deformation"
—
a
negative
transformation
of
personality due to prolonged professional activity [7].
This article addresses this critical need by proposing a
methodological framework for the professional
pedagogical development of future teachers,
fundamentally based on the systematic development
of their reflective abilities. This framework is conceived
as a holistic approach that moves beyond superficial
self-assessment to foster deep, critical reflection that
permeates all aspects of a teacher's practice. It aims to
provide a structured pathway for teacher education
institutions to integrate reflective practice into their
curricula, ensuring that graduates are not only
knowledgeable but also self-aware, resilient, and
continuously improving professionals.
The subsequent sections of this article will:
•
Review the existing literature on reflection,
defining its various dimensions and its significance as a
meta-competence in pedagogy.
•
Detail
the
proposed
methodological
framework, outlining its core principles, key
components, and the pedagogical conditions necessary
for its effective implementation.
•
Discuss the anticipated outcomes and benefits
of this methodology for future teachers, connecting
them to the demands of contemporary education.
•
Conclude with a summary of the framework's
contributions and suggestions for future research and
practical application.
By offering a theoretically grounded and practically
oriented methodology, this study seeks to contribute
to the advancement of teacher education, ensuring
that the next generation of educators is well-equipped
to meet the complex demands of their noble
profession.
Literature Review
: The Pedagogy and Psychology of
Reflection
Understanding
the
proposed
methodological
framework necessitates a thorough grounding in the
existing scholarship on reflection, its psychological
underpinnings, and its critical role in professional
development, particularly within the pedagogical
context. This section synthesizes key theoretical
perspectives that inform the development of reflective
abilities in future teachers.
2.1 Defining Reflection: A Multifaceted Construct
Reflection, at its core, involves a process of turning
experience into learning. However, its definition in
pedagogical
and
psychological
literature
is
multifaceted. At a basic level, reflection is often
described as a form of mental activity directed at
understanding one's own actions, thoughts, and
feelings [9]. It is a process of self-analysis and self-
knowledge that allows an individual to become aware
of the internal and external factors influencing their
behavior and its outcomes.
More specifically, in pedagogy, reflection is seen as a
critical thinking process that enables individuals to
examine their experiences, identify problems, generate
solutions, and evaluate the effectiveness of their
actions. V.A. Metaeva defines reflection as a "meta-
competence," emphasizing its overarching nature as a
skill that enables the development and effective
application of other competencies [2]. This highlights
reflection not just as an isolated skill, but as a
foundational capacity that underpins continuous
learning and adaptation. A.S. Obukhov further
elaborates on reflection within project and research
activities, suggesting it is a crucial element for
understanding and improving one's approach to
complex tasks [3].
John Loughran, in his work on effective reflective
practice, emphasizes the search for meaning in learning
about teaching [5]. For Loughran, reflection is not
merely a technical exercise but a deep engagement
with one's pedagogical experiences to construct
personal meaning and refine one's teaching
philosophy. This aligns with the idea that true reflection
goes beyond descriptive accounts of events to an
analytical and transformative process.
2.2 Reflection as a Meta-Competence in Pedagogical
Practice
The concept of reflection as a "meta-competence" [2]
is particularly relevant for teacher development. A
meta-competence is a higher-order skill that facilitates
the acquisition and application of other competencies.
For teachers, this means that reflective ability
empowers them to:
•
Self-Regulate Learning: Teachers can identify
their own learning needs, set goals, monitor their
progress, and adjust their strategies for professional
growth.
•
Adapt to Novel Situations: In the dynamic
classroom environment, unforeseen challenges are
common. Reflective teachers can analyze these
situations, draw upon their knowledge, and devise
appropriate responses, rather than relying solely on
pre-programmed routines.
•
Problem-Solve Effectively: Reflection allows
teachers to move beyond superficial symptoms to
identify the root causes of pedagogical problems,
leading to more effective and sustainable solutions.
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•
Foster Critical Thinking: By engaging in critical
self-analysis, teachers model and encourage critical
thinking in their students.
•
Prevent Professional Deformation: As O.S.
Nozhenkina points out, teachers are susceptible to
"professional deformation," a negative alteration of
personality traits due to prolonged exposure to
professional stressors and routines [7]. This can
manifest as emotional burnout, rigidity, or a loss of
empathy. Reflection acts as a crucial antidote, enabling
teachers to maintain self-awareness, adapt their
approaches, and sustain their passion for the
profession [7].
2.3 The Cognitive Activity Approach and Reflective Skills
The "cognitive activity approach" provides a theoretical
lens for understanding how reflective skills can be
developed. T.F. Usheva highlights this approach in
developing reflective skills of students [4]. This
perspective posits that learning is an active process
where individuals construct knowledge through
engagement with their environment and internal
cognitive processes. From this viewpoint, developing
reflective abilities is not about passively receiving
information about reflection, but actively engaging in
reflective tasks and activities. This involves:
•
Active Engagement: Learners must be actively
involved in analyzing their experiences, not just
listening to lectures about reflection.
•
Problem-Based
Learning:
Presenting
pedagogical dilemmas or real-world teaching scenarios
that require critical analysis and decision-making.
•
Metacognitive Strategies: Explicitly teaching
students how to think about their thinking, monitor
their comprehension, and evaluate their learning
strategies.
•
Feedback Loops: Providing opportunities for
self-assessment, peer feedback, and mentor guidance
to refine reflective processes.
By structuring learning experiences around active
cognitive
engagement,
the
methodology
can
effectively foster the development of deep reflective
skills.
2.4 Self-Concept and Professional Development
The development of reflective abilities is intimately
linked to an individual's self-concept. R.V. Beris's work
on the development of the self-concept and education
underscores the importance of self-perception in
learning and growth [8]. For future teachers, a robust
and realistic self-concept, informed by reflective
practice, is crucial for professional resilience and
effectiveness.
•
Self-Awareness: Reflection enhances self-
awareness, allowing teachers to understand their
strengths, weaknesses, biases, and emotional
responses in the classroom.
•
Self-Efficacy: Successful reflective practice,
leading to improved teaching outcomes, can boost a
teacher's self-efficacy
—
their belief in their ability to
succeed in teaching tasks.
•
Identity Formation: Reflection contributes to
the formation of a professional identity, helping
aspiring teachers to integrate their personal values
with their professional roles.
Conversely, a lack of reflection can lead to a distorted
self-concept, where teachers may be unaware of their
professional shortcomings or, conversely, overly critical
of themselves, contributing to burnout.
In summary, the literature establishes reflection as a
vital meta-competence for future teachers, enabling
continuous learning, adaptability, and resilience. Its
development is best facilitated through active cognitive
engagement and is deeply intertwined with the
formation of a healthy professional self-concept. These
theoretical underpinnings provide the foundation for
the proposed methodological framework.
METHODOLOGY
A Framework for Reflective Competency Development
This section outlines a comprehensive methodological
framework designed to systematically cultivate
reflective competencies in future teachers during their
professional
pedagogical
development.
This
framework is not an empirical study design but rather
a conceptual model for integrating reflective practice
into teacher education programs. It is built upon the
theoretical foundations discussed in the literature
review, emphasizing active learning, continuous
engagement, and a supportive learning environment.
3.1 Design Principles of the Framework
The proposed methodological framework is guided by
several core principles to ensure its effectiveness and
sustainability:
1.
Experiential Learning: Reflection is most potent
when it is grounded in concrete experience. The
framework prioritizes hands-on teaching experiences,
simulations, and case studies as primary sources for
reflection.
2.
Iterative and Continuous Process: Reflection is
not a one-time event but an ongoing cycle of action,
observation, analysis, and planning. The methodology
promotes regular and sustained reflective practice
throughout the teacher training program.
3.
Holistic Development: The framework aims to
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develop various dimensions of reflection
—
descriptive,
analytical, critical, and transformative
—
addressing
cognitive, emotional, and ethical aspects of teaching.
4.
Personalized
and
Self-Directed:
While
structured, the methodology encourages future
teachers to take ownership of their reflective journey,
identifying their own learning needs and developing
personalized reflective strategies.
5.
Collaborative and Supportive: Reflection is
enhanced through interaction with peers and mentors.
The
framework
integrates
opportunities
for
collaborative reflection, peer feedback, and expert
guidance.
6.
Contextual Relevance: Reflective activities are
designed to be relevant to the real-world challenges
and opportunities faced by teachers in contemporary
educational settings, aligning with national educational
priorities [1].
3.2 Components of the Methodological Framework
The
framework
is
structured
around
three
interconnected components, each contributing to the
progressive development of reflective abilities:
3.2.1 Component 1: Theoretical Foundation and
Conceptual Understanding
This initial component focuses on building a robust
cognitive understanding of reflection itself.
•
Introduction to Reflection: Future teachers are
introduced to various definitions of reflection, its
importance as a meta-competence [2], and its role in
professional growth.
•
Models of Reflection: Exploration of different
theoretical models of reflective practice (e.g., Schön's
reflection-in-action and reflection-on-action, Gibbs'
reflective cycle).
•
Psychological Basis: Discussion of the
psychological underpinnings of reflection, including its
connection to self-concept [8], metacognition, and
cognitive activity [4]. This helps future teachers
understand why reflection is effective and how their
brains process experience for learning.
•
Preventing Professional Deformation: Explicit
discussion on how reflective practice can mitigate the
risks of professional deformation [7], providing a
motivational aspect for engaging in deep reflection.
•
Ethical Dimensions: Consideration of the
ethical implications of reflective practice, including
honesty, self-critique, and responsible action.
Activities: Lectures, seminars, readings of key texts on
reflection [2, 3, 4, 5, 7, 8, 9], case study analysis of
reflective scenarios, and guided discussions.
3.2.2 Component 2: Practical Application and
Experiential Engagement
This is the core component where future teachers
actively engage in reflective practices grounded in their
teaching experiences.
•
Reflective Journaling: Regular maintenance of
reflective journals where future teachers document
their teaching experiences, observations, feelings, and
initial analyses. Prompts can guide their reflection from
descriptive to analytical levels.
•
Critical Incident Analysis: Focused reflection on
specific "critical incidents" in the classroom
—
moments
of challenge, success, or unexpected outcomes. This
involves describing the incident, analyzing contributing
factors, considering alternative actions, and planning
for future similar situations.
•
Teaching
Portfolios:
Development
of
professional portfolios that include lesson plans,
teaching artifacts, student work, and accompanying
reflective commentaries. This encourages self-
assessment of growth over time.
•
Peer Observation and Feedback: Future
teachers observe each other's teaching sessions and
provide constructive, structured feedback. The
observers also reflect on their own practice through the
lens of observing others.
•
Micro-teaching and Simulations: Practicing
teaching in controlled environments (micro-teaching)
or through simulations, followed by immediate self-
reflection and feedback from peers and instructors.
•
Action Research Projects: Engaging in small-
scale action research projects where teachers identify
a pedagogical problem, implement an intervention,
collect data, and reflect on the results to refine their
practice.
Tools: Structured reflective prompts, reflective
questions, observation protocols, feedback forms, and
digital platforms for journaling and portfolio creation.
3.2.3 Component 3: Assessment, Feedback, and
Continuous Refinement
This component ensures that reflective abilities are not
only developed but also assessed and continuously
refined.
•
Self-Assessment Rubrics: Future teachers use
rubrics to assess the depth and quality of their own
reflective outputs (e.g., journal entries, portfolio
commentaries).
•
Mentor/Supervisor
Feedback:
Regular,
structured feedback from experienced mentors or
university supervisors on reflective journals, portfolios,
and teaching practice. Mentors guide future teachers
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towards deeper levels of reflection.
•
Peer Feedback Sessions: Facilitated group
discussions where future teachers share their
reflections and receive feedback from peers, fostering
a collaborative learning community.
•
Formative
Assessment
of
Reflection:
Instructors provide ongoing formative assessment of
reflective
assignments,
offering
guidance
for
improvement.
•
Summative
Assessment
of
Reflective
Competence:
While
challenging,
summative
assessment could involve evaluating a comprehensive
reflective portfolio or a final reflective essay that
demonstrates the integration of theoretical knowledge
and practical application.
Pedagogical Conditions for Implementation:
For this framework to be effective, certain pedagogical
conditions must be met:
•
Dedicated Curriculum Time: Sufficient time
must be allocated within the teacher education
curriculum for reflective activities, not as an add-on but
as an integral part of learning.
•
Trained Faculty and Mentors: University faculty
and cooperating teachers (mentors in schools) must be
trained in facilitating reflective practice and providing
effective feedback.
•
Safe and Trusting Environment: A culture of
psychological safety must be fostered, where future
teachers feel comfortable taking risks, admitting
mistakes, and sharing vulnerable reflections without
fear of judgment.
•
Access to Resources: Provision of relevant
readings, case studies, and technological tools to
support reflective practice.
•
Integration Across Courses: Reflective practice
should be integrated across various pedagogical and
subject-specific courses, reinforcing its importance and
application in different contexts.
By systematically implementing these components
under supportive conditions, this methodological
framework aims to transform future teachers into
highly reflective practitioners, equipped for lifelong
professional learning and adaptation.
RESULTS AND DISCUSSION
Anticipated Outcomes and Efficacy of the Framework
The
proposed
methodological
framework
for
enhancing reflective competencies in future educators
is designed to yield significant positive outcomes,
directly addressing the demands of contemporary
education and mitigating common challenges in
teacher professional development. While this section
outlines anticipated results based on theoretical
grounding, empirical validation would be a crucial next
step.
4.1 Expected Outcomes for Future Teachers
The systematic application of this framework is
expected to cultivate a range of critical competencies
and dispositions in aspiring educators:
•
Enhanced Self-Awareness and Self-Regulation:
Future teachers will develop a deeper understanding of
their own teaching styles, strengths, weaknesses,
biases, and emotional responses in the classroom. This
heightened self-awareness is foundational for self-
regulation, enabling them to consciously monitor and
adjust their pedagogical actions [8, 9]. They will move
beyond simply doing to understanding why they do
what they do.
•
Improved Problem-Solving and Decision-
Making: Through structured reflection on critical
incidents and pedagogical dilemmas, teachers will
develop more sophisticated problem-solving skills.
They will learn to analyze complex situations, identify
root causes, consider multiple perspectives, and make
informed decisions, rather than reacting instinctively or
relying on trial-and-error [3].
•
Increased Adaptability and Resilience: The
ability to reflect on and learn from diverse experiences
will foster greater adaptability. Future teachers will be
better equipped to navigate the dynamic and often
unpredictable nature of the classroom, adjusting their
strategies in response to student needs, curriculum
changes, and unforeseen challenges. This resilience is
crucial for sustaining a long and successful career in
education.
•
Mitigation of Professional Deformation: By
consistently engaging in critical self-analysis, future
teachers will be more likely to recognize and counteract
the negative effects of professional deformation, such
as rigidity, burnout, or a loss of empathy [7]. Reflection
encourages a continuous re-evaluation of one's
professional identity and practices, promoting
flexibility and sustained enthusiasm.
•
Development of a Growth Mindset: The
iterative nature of the framework, with its emphasis on
learning from experience and continuous refinement,
will instill a strong growth mindset. Future teachers will
view challenges as opportunities for learning and
improvement, fostering a proactive approach to their
professional development.
•
Stronger Pedagogical Content Knowledge and
Skills: While not directly focused on subject matter,
reflection on teaching experiences will deepen their
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understanding of how to effectively teach specific
content, leading to more refined pedagogical skills and
strategies.
•
Cultivation of a Collaborative Professional
Identity: Through peer observation, feedback sessions,
and collaborative reflection, future teachers will
develop a stronger sense of professional community.
They will learn the value of shared learning,
constructive critique, and mutual support, which are
vital for sustained professional growth beyond their
training program.
4.2 Efficacy and Alignment with Modern Educational
Demands
The efficacy of this methodological framework stems
from its strong theoretical grounding and its direct
alignment with the evolving demands placed on
modern educators.
•
Theoretically Sound: The framework integrates
key concepts from the cognitive activity approach [4],
the understanding of reflection as a meta-competence
[2], and the importance of self-concept development
[8]. This multi-disciplinary foundation ensures that the
proposed activities are not arbitrary but are rooted in
established principles of learning and development.
•
Active and Experiential: Unlike passive learning
models, this framework emphasizes active engagement
with real or simulated teaching experiences. This
experiential approach is known to lead to deeper
learning and better transfer of skills to practical
contexts. Loughran's emphasis on finding meaning in
learning about teaching through reflective practice is
central here [5].
•
Addresses Complexities of Teaching: The
framework acknowledges that teaching is a complex,
ill-structured profession that cannot be mastered solely
through theoretical knowledge. It provides tools for
teachers to analyze and navigate these complexities,
fostering practical wisdom.
•
Promotes Lifelong Learning: By instilling
reflective habits, the methodology prepares future
teachers for continuous self-directed professional
development throughout their careers, aligning with
the strategic goals for educational advancement [1]. It
equips them with the internal mechanism for ongoing
learning and adaptation, which is crucial in a rapidly
changing world.
•
Fosters Professional Agency: The emphasis on
self-assessment and personalized reflection empowers
future teachers to take ownership of their learning and
professional growth, fostering a sense of agency and
responsibility for their development.
•
Supports National Educational Strategies: By
producing highly reflective and adaptable educators,
the framework directly supports national initiatives
aimed at improving educational quality and preparing
a skilled workforce, as highlighted by the strategic
development goals of Uzbekistan [1]. Such teachers are
better able to implement new curricula, integrate
technology, and cater to diverse student populations.
4.3 Discussion of Potential Challenges and Mitigations
While the anticipated benefits are substantial,
implementing such a framework is not without
challenges.
•
Time and Resource Intensive: Deep reflection
requires dedicated time from both students and
faculty. Teacher education programs may need to
restructure curricula and allocate sufficient resources
for training faculty, providing mentorship, and
managing reflective outputs.
•
Resistance to Self-Critique: Some individuals
may initially resist deep self-critique, especially if they
perceive it as a threat to their self-esteem or if the
learning environment is not sufficiently safe.
o
Mitigation: Fostering a culture of trust and
psychological safety is paramount. Emphasizing
reflection as a tool for growth, not judgment, and
providing non-evaluative, constructive feedback are
crucial.
•
Superficial
Reflection:
Without
proper
guidance, reflection can remain superficial (descriptive
rather than analytical or critical).
o
Mitigation: Providing clear models of deep
reflection, using structured prompts, and training
mentors to ask probing questions that encourage
deeper analysis [5].
•
Faculty Competency: The effectiveness of the
framework depends heavily on the reflective
competencies of the faculty and mentors themselves.
o
Mitigation:
Investing
in
professional
development for faculty to enhance their own
reflective practices and their ability to facilitate
reflection in others.
In conclusion, the proposed methodological framework
offers a robust and theoretically sound approach to
developing reflective competencies in future teachers.
Its anticipated outcomes are directly relevant to the
demands of modern education, promising to produce
educators who are not only skilled but also self-aware,
adaptable, and committed to lifelong professional
growth.
CONCLUSION
The professional pedagogical development of future
teachers is a cornerstone of a thriving educational
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system, particularly in an era characterized by rapid
change and increasing demands on educators. This
article has presented a comprehensive methodological
framework designed to systematically enhance the
reflective
competencies
of
aspiring
teachers,
recognizing reflection as a vital meta-competence that
underpins continuous learning, adaptability, and
professional resilience.
The framework is built upon a strong theoretical
foundation, drawing insights from pedagogical and
psychological literature that define reflection as a
multifaceted process of self-analysis, critical thinking,
and meaning-making from experience. It acknowledges
reflection's crucial role in fostering self-awareness,
improving problem-solving abilities, and mitigating the
risks of professional deformation that can affect long-
term teaching effectiveness.
At its core, the proposed methodology integrates three
interconnected components: providing a robust
theoretical understanding of reflection, engaging
future teachers in diverse practical and experiential
reflective activities, and implementing systematic
processes for assessment, feedback, and continuous
refinement. Guided by principles of experiential
learning, iteration, personalization, and collaboration,
this framework aims to create a supportive and
challenging environment where future teachers
actively construct their reflective capacities.
The anticipated outcomes of implementing this
framework are profound. Future educators are
expected to emerge with enhanced self-awareness,
superior problem-solving skills, increased adaptability,
and a proactive approach to their professional growth.
By nurturing these qualities, the methodology directly
addresses the imperative for highly competent and
continuously developing teachers, aligning with
national educational reform strategies and preparing
them to navigate the complexities of contemporary
classrooms.
While this article provides a conceptual blueprint, the
true measure of this framework's efficacy lies in its
practical implementation and subsequent empirical
validation. Future research should focus on conducting
longitudinal studies to assess the long-term impact of
this methodology on teacher effectiveness, student
outcomes, and the prevention of professional burnout.
Further exploration into the adaptation of this
framework for diverse cultural and educational
contexts, as well as the integration of emerging
technologies to support reflective practice, would also
be valuable.
Ultimately, by prioritizing the cultivation of reflective
competencies, teacher education programs can
empower the next generation of educators not just to
teach, but to learn, adapt, and thrive throughout their
careers, thereby contributing significantly to the
advancement of education worldwide.
REFERENCES
President of the Republic of Uzbekistan, “On the
Strategy of Actions for Further Development of the
Republic of Uzbekistan” PF
-4947, February 7, 2017.
Uzbekistan Republic Legislation Collection, February
13, 2017, no. 6, article 70.
V. A. Metaeva, "Reflection as a Meta-competence,"
Pedagogy, no. 3, pp. 57
–
61, 2006.
A. S. Obukhov, "Reflection in Project and Research
Activities," Research Work of Schoolchildren, no. 3,
2005.
T. F. Usheva, "The Cognitive Activity Approach in
Developing Reflective Skills of Students," Magister
Dixit, no. 4, pp. 200
–
205, 2012.
J. Loughran, "Effective Reflective Practice: In Search of
Meaning in Learning about Teaching," Journal of
Teacher Education, vol. 53, no. 1, pp. 33
–
43, Jan./Feb.
2002.
H. Marcuse, One-Dimensional Man: Studies in the
Ideology of Advanced Industrial Society. [Online].
Available: http://socioline.ru/files/5/39/12_markuze-
odnomer.doc. [Accessed: May 4, 2020].
O. S. Nozhenkina, "Professional Deformation of a
Teacher and Pedagogical Reflection," Questions of
Psychology, no. 2, pp. 55
–
62, 2009.
R. V. Beris, Development of the Self-Concept and
Education. Moscow: 1986.
L. A. Karpenko, Brief Psychological Dictionary, ed. A. V.
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